|Abstract||In the past decade, writing centers have grappled with the increased attention to multimodal composing on college campuses, such as projects composed using a combination of words, images, sounds, and movements. John Trimbur (2000) was the first forecast the redevelopment of the writing center as a multiliteracy center to respond to this trend--a reference to the New London Group's (1996) call to expand education beyond word-based definitions of literacy. This dissertation takes advantage of the increasingly important conversation about multiliteracy centers (and the related conversation about multimodal composing in composition studies) to conduct a qualitative study of current practice in multiliteracy centers.^Primarily, this project examines the role a multiliteracy center can play in supporting and promoting multimodal composing by analyzing three forms of data: a nationwide online survey of writing center professionals, interviews with six administrators of established multiliteracy centers, and site visits to two newly-established multiliteracy centers. Survey data presents a broad view of the state of multimodal composing in writing centers, and also indicates that participants in the survey believe multimodal composing is important both for the future of writing centers and because of the educational value these projects provide to students. Interviews with multiliteracy center administrators identify common successful practices and common challenges for established multiliteracy centers, and these interviews also suggest that the multiliteracy center can be a leader on campus on this issue through using writing center resources and collaborating with institutional partners.^Observations and interviews at two newly-established multiliteracy centers demonstrate that multiliteracy centers can provide support to student populations most writing centers already serve but also to less familiar populations, such as students preparing posters and presentations in the hard sciences or engineering. Additionally, the multiliteracy center can help students with multimodal projects that benefit organizations outside of the university. Ultimately, this dissertation concludes that an expanded definition of multiliteracy center work can benefit students and faculty in composition and across disciplines, as well as members of the larger community.